Abstract:

This study aims to determine how much the teacher candidates use direct and indirect teaching models and strategies and to what extent these strategies are effective. An evaluative case study design was used in this present study that was carried out within the scope of qualitative research method. The study group consists of thirty one (31) teacher candidates. Observation and opinion form was used as the data collection tool. Presentations using direct and indirect teaching strategies were applied by the participant teacher candidates in a period of fourteen weeks. As a result of the research, in which descriptive and content analysis and arithmetic means were used, it has been observed that the lessons that were taught using direct teaching strategies were more effective than the lessons that were taught using indirect teaching strategies. Teacher candidates have reported that more effective learning took place when interesting activities and materials were used in class, so they need to be used more in teaching environments. In addition, it was concluded that teacher candidates were more effective in preparation and course process rather than general order and management process of their presentations. In line with these results; determining the use of direct and indirect teaching strategies according to the relevant situation and time and if necessary using these two strategies in an integrated manner or alternately with each other will lead to an effective and permanent learning in education. It should be taken into consideration that direct teaching strategies always prepare appropriate grounds for learning the facts, principles and action sequences in the most effective manner, and also that upper level and permanent learnings can be achieved if the conditions required by the indirect teaching strategies are met.

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